ZQMS-ARC-REC-002

ASSIGNMENT COVER
REGION: MATABELELANDNORTH SEMESTER: FIRST
YEAR: 2020

PROGRAMME: SPECIAL EDUCATION INTAK E: 32

FULL NAME OF STUDEN T: MANGOMBE ASHLEY ELAINE PIN: P2085042J

EMAIL ADDRESS: 994 AERODROME VICTORIA FALLS

CONTACT TELEPHONE/CELL: 0782 355 752 ID. NO.: 79-151726 J50

COURSE NAME: BSCSPED COURSE CODE: SPED 202

ASSIGNMENT NO. e.g. 1 or 2: 1 STUDENT’S SIGNATURE A. .MANGOMBE

DUE DATE: 13 MARCH 2020 SUBMISSION DATE: 24 MARCH 2020

ASSIGNMENT TITLE: COMPARE AND CONTRAST THE SOCIAL AND EDUCATIONAL

SITUATIONS OF A DEAF CHILD FROM A DEAF FAMILY WITH ONE FROM A HEARING
FAMILY

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INTRODUCTION

Learners are different in their own way in the four walls of the classroom, there are blind
,intellectual disabled, physically challenged and deaf learners. Therefore ,classroom practitioners
must pay close attention to the background of these learners because they may encounter
different situations in their journey of learning. Therefore ,this write up seeks to give similarities
and differences of social and educational situations faced by a deaf child from a deaf family
with a hearing family. The key terms of the write up are deaf and family and are defined below.

DEFINITION OF TERMS

A family is a householder and one or more other persons living in the same household who are
related to the householder by birth, marriage, or adoption(Census 1990). Ooms and Preister,
(1988 ) define a family as people who do not live together, but are related biologically or
through legal contracts. This means that a family is a group of people who are related either by
marriage and birth living together.
Deafness according to Lenneberg (1972) is a generic term indicating a hearing disability which
may range in the severity from mild to profound. According to Sparrow (2005) Deafness is
defined as a degree of loss such that a person is unable to understand speech even in the presence
of amplification. To support the above definitions deafness is the inability to hear resulting in an
individual not understanding speech.
SOCIAL AND EDUCATION SITUATION OF DEAF CHILD FORM A DEAF FAMILY
WITH A HEARING FAMILY
Language acquisition to deaf learner coming from family is faster compared to learners from a
hearing family because the family are equipped with skills of communication. Hearing parents of
deaf children face stresses and demands related to parenting a deaf child, including difficult
choices about language, technologies,education and identity for their children (Marschark, 1997).
However ,deaf pupil from a deaf family acquire language faster compared to a child from a
hearing family because the deaf learner is taught sign language at a tender age whereas the
parents of a child from a hearing family may struggle to teach the deaf child.
A deaf child from a deaf family is a member of the deaf community .On the other, a deaf child

from a hearing family is not part of the deaf community since they are bilingual. The family

speaks aural language and uses sign language at the same time. the Deaf community, which

comprises deaf individuals who share common beliefs, values, and a common way of

interacting with each other and with hearing people usually through sign language.

Parents of children who signed saw them as being bicultural, but more comfortable in the

Deaf community. Difficulties in communication between hearing parents and their deaf children
may result in less than optimal psychological health in the children (Cornes & Brown, 2012).
With regard to communication mode, the ‘either/or’ approach to spoken or sign was described as
dissatisfying, unreasonable and unhelpful to parents.In general, those parents who knew sign
language were more integrated into the Deaf community and felt more accepted than those who
had poor or no signing skills. Meanwhile, parents of those children who used both oral and sign
communication

Deaf learners from a hearing family face challenges in interacting with peers and also in
academic achievement. Barker et al. (2009) also found that implanted children displayed
significantly more language, attention, and behavioral difficulties when compared with normal-
hearing peers .It remains a significant conundrum that deaf students continue to struggle
academically despite these new technologies, increasing placement in inclusion classrooms, and
use of additional accommodations that include captioning and sign language interpretation. Even
with these developments and guarantees of full access to the general education curriculum and
classroom, hearing loss continues to have a negative impact on academic achievement. The
result is that student eligibility to receive special education services has remained stable.

Deaf parents mostly have experience on deaf children since they are part of the deaf community
as compared to hearing parents. Most hearing parents of deaf children have no experience of
deafness prior to the birth of the deaf child, and these parents usually experience the diagnosis as
a traumatic event Brand & Coetzer (1994) . Hearing parents of deaf children face multiple
challenges. Hearing parents face challenges in communication with their deaf child because they
may not be proficient with sign language.

Learners who are deaf from deaf family are socially mature compared to deaf learners from
hearing family. Deaf learners from a hearing family are not confident and have low self esteem
compared to deaf learners from deaf learners from deaf families. Lewis (1987) asserts that it has
also been shown that deaf children and deaf adolescents generally have less positive ideas about
themselves than do comparable groups of hearing peers or deaf children of deaf parents. This
means that deaf children of hearing family face difficulties in socialization because they feel
inferior and low self esteem.

Learners who are deaf from a deaf family are believed to perform academic tasks on a level
similar to that of their hearing peers.Deaf learners from hearing family have a higher level of
reading achievement of reading than those deaf children whose parents are hearing. Hallahan and
Kauffman (1994) asserts that parents who are deaf are better able to communicate with their
deaf children through sign language and ,therefore ,they are better able to provide the needed
support. That is, deaf parents are able to teach their child in learning to read and write since they
will proficient in sign language.

The presence of a deaf child in a hearing family may affect family life compared to a deaf

family.Hearing parents of a deaf child may get stressed easily when they find out that their

child is deaf compared to a deaf parent.Luterman (1987) says that the presence of a deaf child in

a family may affect all areas of family life. Feelings of grief and loss among hearing parents of a

deaf child as well as stress and painful emotions have been widely reported(Hardonk et al.,

2011;).Deaf child from a hearing family may underperform because of parent`s attitude towards

the child .
Deaf children from both families use vision as a way of learning. Vision plays a vital role in

early communication, helping deaf children learn language skills, and explore the world around

them. Children who are deaf use vision as their primary modality for learning and

communication and those with hard of hearing are able to use their hearing to understand speech

(Lenin,1960).In a large study of hearing-impaired students, over a quarter were found to have

visual defects, the majority of which were untreated, the most common being refractive

error(Gogate et al.2009).This means that deaf relie on vision in order to acquire language and

develop relations. For example when teaching a deaf child the teacher much use facial

expressions and models.

The similarity between deaf child from deaf family and hearing family is the type of media used
by the teacher. Children who are hard of hearing will find it much more difficult than children
who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and
other aspects of verbal communication. For children who are deaf or have severe hearing losses,
early,consistent, and conscious use real media and models of things. The teacher should support
the recorded material and instructions with pictures and real media because deaf children learn
through visual and facial expressions .

In conclusion, the difference between a deaf child from a deaf family with a hearing family is
language acquisition . A deaf child from a deaf family acquires language faster than the child
from a hearing family because the deaf family are a member of the deaf family. Learners who
are deaf from deaf family are socially mature compared to deaf learners from hearing family.
Learners who are deaf from a deaf family are believed to perform academic tasks on a level
similar to that of their hearing peers.
 REFERENCES
Barker,M.,Richards,C.& Bowes-Catton,H .(2009).”All the world is queer save thee and
me…..”Defining queer and bi at a Critical sexology seminar.Journal of Bisexuality,9(3&4)
Cornes, A.J., & Brown, P.M. (2012). Mental health of Australian deaf adolescents: An
investigation using an Auslan version of the Strengths and DifficultiesQuestionnaire.
Deafness&Education International,
14, 161–175. doi:10.1179/1557069X12Y.0000000009
Census Bureau (1990).Household and Family Characteristics
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to special

education (10th ed.). Boston:

Lenneberg,E.H.(1972)”Prerequisite for language Acquisition by the Deaf”. In T.J.O`Rourke.

Lewis,V.(1987).Development and Handicap.Oxford:Basil Blackwell Inc
Sparrow R(2005).”Defending Deaf Culture: The Case Cohlear Implants”(PDF).The Journal of
Political Philosophy.13(2):135-152.Retrieved 30 November 2014
Marschark,M.(1993).Psychological Development of Deaf Children.New York Oxford:Oxford
University Press.
Ooms ,T. & Preister,S.(1988) Taking Families Seriously-Purdue University.